Flipped Learning Design (FLD) Program

Australian higher education organisations face many challenges in attracting and retaining diverse cohorts of students. As part of these challenges, Australian higher education organisations need to be able to deliver new and evolved flexible delivery models which enable them to support the changing needs of their students, including those with from disadvantaged and diverse backgrounds.

As part of this changing environment, educators need to be able to design, deliver and support new delivery models which attract and retain learners.

The “Flipped Learning Design” workshop and webinar program (FLD) supports this need, and is based on case studies and resources already utilised to support flexible delivery opportunities.

Program Details

Program Overview:

Modelling a ‘flipped learning’ approach, FLD participants undertake some of their professional development prior to attending a face to face half-day workshop through recordings, readings and forums. This allows participants to use their time together to collectively design and develop flipped learning programs.

Three webinars and ongoing support via online forums following the face-to-face workshop allow participants to consolidate and extend their learning.

Through the use of creative design thinking and access to planning tools and templates, participants develop an action plan which addresses a real need from within their own work environments.

At the conclusion of this program, participants will have:

Researched and designed a program which incorporates contemporary delivery and assessment pedagogies that meets their students' needs

Researched implementation and evaluation strategies to support innovative and responsive learning and assessment approaches appropriate for their learners

Three x one hour post-workshop webinars: these ‘Making it all Stick’ post-workshop webinars support participants to further research, refine, implement and evaluate the action plan developed in the half-day workshop

Participants will be encouraged to network with one another through the online synchronous and asynchronous activities.

Program Schedule:

The program is run over a seven week period:

Weeks 1-2 - Pre-workshop activities

Week 3 - Half-day workshop

Week 4 - Time to work on action plan

Weeks 5-7 - Post workshop webinars

Program Resources:

Participants are provided with all relevant learning materials, templates and tools, either as paper-based resources at the half-day workshops and/or digitally through this UniSA online.

Participants will be advised to bring their own device (BYOD eg laptop or tablet) to the half-day workshop to enable interactive and productive sessions.

Wi-Fi will be available for the half-day workshop at the Hawke Centre.

Vision Statement

“By strengthening interagency collaboration enable the provision of more holistic services to families where there is a high risk of children being abused and neglected and enhance ways of working with children and families in traditionally adult focused services.”

Studying for a research degree involves more than just your research project. Its also about learning across and beyind your discipline, about thinking how your study will fit into your life and future career plans, and more generally about developing yourself as a person living in an increasingly globalised world.

Learning is not something that only happens in your department or University. Learning can happen anywhere and, increasingly, can involve drawing on resources from anywhere in the world. This is one of the joys of the Internet and one of the significant positive ways it is changing the way we live.

We have recently seen the development of the MOOC (Multi-user Online Open Course). MOOCs are free courses that can be taken by anyone, anywhere in the world and they have exploded in number over the last 2-3 years. Some of those courses may be useful for you as a research student here at UniSA and this webpage brings to your attention MOOCs that you may want to explore.

Some of the advantages of using MOOCs as an anciliary source of learning during your research degree are that:

they are taught by experts in the field

they can be dipped in and out of as you feel the need to know about specific topics

they can be pursued at your own pace

if you find a MOOC is not what you thought it was going to be, you can simply stop doing it without any cost to you in either financial or reputational terms

they provide the opportunity for conversation with others taking the MOOC across the world

they are a safe way of learning and asking the 'stupid questions' we all 9even professors) want to ask but don't want to be seen asking!

So why not check out one or more of the MOOCs which this page will bring to you? You'll not regret it!

This site is for the university-wide Project on Assurance of Learning at UniSA: Policy and Procedures. It will provide not only background info about the project, but also updates, news and reports for anyone following the project's progress.

Welcome

This website documents the progress of the UniSA teaching and learning grant funded project: Developing a database of teaching and learning strategies and resources to support and enhance the delivery of DUCIER service teaching.

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This website will be used by staff involved in this project (BUE, GE, UI and AAD) in addition to participating students to disseminate information in regards to the project, post information, utilise chat and discussion board functionality. This project is running until end 2012 therefore the site will be utilised as an information hub for participants.

The National Pollutant Inventory (NPI) is an internet database that provides publicly available data on emissions and transfers of 93 pollutants to the air, water and land. The purpose of this survey is to seek the views of NPI users on how they currently use the NPI, identify any barriers that prevent its more widespread use, and elicit suggestions as to how the NPI can be improved to better meet the needs of its users. The survey consists of four parts: 1.Using the NPI generally; 2.Use of specific NPI data; 3.Your organisation and your role; and 4.Personal respondent characteristics.

Welcome

This website documents the progress of the UniSA teaching and learning grant funded project: The expectations and experiences ofAfrican students in the School of Psychology, Social Work and Social Policy at the University of South Australia.

The aim of this site is to include material and links that would be useful to students ( and staff) throughout the program. This site is very much in its developmental phase and we encourage your suggestions to the type of material that you would find useful to be included.

Welcome

EEET 3031 Practical Industrial Experience Reports is a course weighted at zero (0) units, but is required as a prerequisite for graduation for any engineering degree in the IT Option of engineering at University of South Australia.

Full procedures and documentation for this course are described in this Course Page.

The two attached documents (library e-reserve) are useful for your understanding of the concept of reflective professional practice, and learning to benefit from experience gained:

About this workshop

This workshop is flexible and can be tailored to individual or specific cohort's needs. It is facilitated (either face-to-face, online or blended) and your work will be assessed. A certificate of completion is available following completion of the required assessment activities.

Course Coordinator

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Connecting Students is a catalyst for the undergraduate Medical, Allied Health and Nursing students of the ANU and UniSA to develop awareness of the platform of knowledge, skills and experience necessary to nurture their growth as effectively communicating and actively participating collaborative health professionals.